CASE STUDY. Rӓtt Steg. The right step. Stockholm, Sweden. Fabio Colombo, Tatiana Saruis, Yuri Kazepov & Chiara Civino.

CASE STUDY http://improve-research.eu Rӓtt Steg. The right step. Stockholm, Sweden Fabio Colombo, Tatiana Saruis, Yuri Kazepov & Chiara Civino Case Study N 27 March 2016

Acknowledgements The research for this Case Study has benefited from financial support by the European Union's Seventh Framework Programme (FP7/2012-2016) under grant agreement n 290613 (ImPRovE: Poverty Reduction in Europe: Social Policy and Innovation; http://improve-research.eu). The authors are solely responsible for any remaining shortcomings and errors. Case Study conducted in April 2015 Fabio Colombo, Tatiana Saruis, Yuri Kazepov, Chiara Civino Bibliographic Information Colombo F., Saruis T., Kazepov Y., Civino C. (2016), Rӓtt Steg. The right step. Stockholm, Sweden, ImPRovE Case Study N 11/27. Antwerp: Herman Deleeck Centre for Social Policy University of Antwerp. Information may be quoted provided the source is stated accurately and clearly. Reproduction for own/internal use is permitted. This paper can be downloaded from our website: http://improve-research.eu 2 ImPRovE Case Study N 27

Table of contents 1 The initiative and its organizers... 4 2 Basic information on the (local) context and the emerging problems... 4 2.1 Newcomers, employment and education in Sweden... 5 2.2 The provision of services for newcomers in Sweden... 8 3 Genesis of the initiative...10 4 The organisation and its activities...11 5 The innovative dimension of the initiative...13 5.1 Content dimension... 13 5.2 Process dimension... 14 5.3 Empowerment dimension... 14 6 Institutional mapping and governance relations...15 7 Governance challenges...17 7.1 Mainstreaming social innovation... 17 7.2 Governing welfare mix: avoiding fragmentation... 17 7.3 Governing welfare mix: developing a participatory governance style... 17 7.4 Equality and diversity... 17 7.5 Uneven access... 18 7.6 Avoiding responsibility... 18 7.7 Managing intra-organisational tensions... 18 7.8 Enabling legal framework... 19 References...20 Appendix...21 RÄTT STEG. THE RIGHT STEP. STOCKHOLM, SWEDEN

1 The initiative and its organizers Rӓtt Steg stands for Right Step and was a project run by the Municipality of Stockholm. It was carried out from August 2009 to August 2012 and it was aimed at fostering access to the labour market (and Swedish society in general) of low-educated and illiterate newcomers, i.e. asylum seekers and refugees living in Sweden since no more than three years. Its main activity was the testing of innovative methods of teaching the Swedish language as a tool to improve the recipient s position in society and in the labour market. Only non-europeans newcomers were eligible for participating in Rӓtt Steg, although in the end all the participants were Somali. The project was led by Swedish for Immigrants (SFI henceforth), a national service of adult education for immigrants, which is managed and financed at the municipal level. Each municipality is responsible for the provision of SFI courses, which are organised within dedicated schools or inside schools also providing other language courses. 21 schools offer SFI courses in Stockholm. Rӓtt Steg was tested in the SFI Vӓsterort school, located in the immigrant-dense district of Tensta, in northern Stockholm. When Rӓtt Steg finished as a pilot project in 2012, it became a permanent unit within the SFI Stockholm organisation, but still operating in the same Vӓsterort school. Two further organisations contributed to Rӓtt Steg: the Swedish Employment Service and Jobbtorg Stockholm. The former is the national authority providing benefits and services to unemployed people. Jobbtorg is an agency of the City of Stockholm and provides services for unemployed people. The District Administrations of the Municipality of Stockholm were also involved in the inclusion of the newcomers within the project. Rӓtt Steg was a sub-project of a macro programme called Etablering Stockholm run by the same Municipality of Stockholm from 2009 to 2012. The programme had a total budget of 92 million SEK (9,932,902.84 ) 1 and was co-funded by the European Social Fund. Rӓtt Steg was addressed to newcomers and aimed to support and speed up their integration into the Swedish labour market. It was composed of three sub-projects: Rӓtt Steg, MD1 (Matching from Day One) and Yrkeskompis (Professional Mate). MD1 revolved around the development of methods for the efficient and fast matching of employers and job seekers and between needs and skills. Yreskompis had the aim to enlarge the social and professional network of the newcomers. The same three organisations led Etablering Stockholm, although Jobbtorg Stockholm was the leader of the programme as a whole. 2 Basic information on the (local) context and the emerging problems Newcomers are immigrants, refugees or asylum seekers who recently settled in Sweden. Statistics Sweden, the national institute of statistics, defines newcomers as people who have been in the country for no more than four years, while Rӓtt Steg targets people who arrived less than three years prior to the start of the project. Beyond this formal definition, newcomers are de facto newly arrived refugees or asylum seekers from Africa and Asia. Asylum seekers submit their application to the Swedish Migration Board. Depending on inflows of applications the Swedish Migration Board reaches a decision in three to six months. During this period asylum seekers receive an accommodation for free (if they prove not having any income) but they cannot choose where to live. They can also apply for financial support from the Swedish Migration Board. The support is provided in the form of a daily allowance and it ranges from between 19 and 71 SEK (two to eight euros) per day, depending on whether or not the accommodation 1 All the amounts are converted at the exchange rate of 4 th March 2015. 4 IMPROVE CASE STUDY N 27

includes food. Special grants for particular needs can be distributed. Asylum seekers have the right to emergency health, dental care, and maternity care and to a free health examination. If they are able to prove their identity and their application meets all requirements, they receive an Asylum Seeker Card (LMA Card), which allows them to work. They are usually referred to the local branch of the Swedish Public Employment Service to search for a job. If the application is accepted, asylum seekers receive a permanent residence permit and their status becomes the same as a refugee, who is allowed to live and work under the same conditions as every other Swedish resident. As established by the Introduction Reform of 2010 (see chapter 2.2), refugees who are not working or are not studying at high school are administered by the Swedish Public Employment Service, which produces an Introduction Plan for them. The plan sets as its main goal securing a job for the refugees. At the same time, they also receive an accommodation if needed. In principle, refugees applying for an accommodation from the Employment Service cannot decide where to settle, but should be settled where they are supposed to have better chances to find a job. In practice this measure is reported not to be implemented, since the Employment Service does not want to deny the right of everyone to live where they want. Despite this framework, newly arrived asylum seekers and refugees experience many difficulties in the introduction to Swedish society, in particular in accessing the Swedish labour market. This picture probably also has to do with the increasingly troubling situations for migrants in the European context, due to growing racism, the rise of extreme-right wing parties and an inadequate migration policy. Sweden is not exempt from these processes. Extreme-right wing parties are increasing their consensus and public policies and investments prescribed to immigrants, refugees and asylum seekers are becoming unpopular. 2.1 Newcomers, employment and education in Sweden The employment situation and educational performance of foreign-born persons, and newcomers in particular, is rather problematic in Sweden, and the extent of the issue is growing, since the number of newcomers arriving in the country has been constantly increasing in recent years, as shown in Figure 1. Figure 1. Total number of newcomers in Sweden per year, 2006 2014. 80000 70000 60000 50000 40000 30000 20000 10000 0 2006 2007 2008 2009 2010 2011 2012 2013 2014 Source: Our elaboration from Statistics Sweden 2. 2 http://goo.gl/tckqws RÄTT STEG. THE RIGHT STEP. STOCKHOLM, SWEDEN

In 2008, when the feasibility study for the programme Etablering Stockholm was prepared (see chapter 3), the newcomers totalled 48,114, while they number 74,082 in 2014. According to the feasibility study, around 10,000 newcomers lived in Stockholm in 2008. Table 1 shows the most represented countries of origin of the newcomers 3. Table 1. Newcomers by country of birth and year, 2006 2014. 2007 2008 2009 Total 2007-2009 2010 2011 2012 2013 2014 Total 2007-2014 Iraq 15642 13083 9543 38268 5321 5292 4247 3205 3391 59724 Somalia 3941 4218 7021 15180 6793 3002 4596 10869 4372 44812 Thailand 2695 3235 3165 9095 2958 2692 2478 1937 1757 20917 China 2485 2925 3462 8872 3484 2836 2675 2230 2572 24702 Iran 1795 2169 2976 6940 3249 2751 2971 2692 2489 21092 Turkey 1681 1697 2213 5591 2435 2133 2012 1531 1436 15138 India 1204 1629 1854 4687 2206 1777 2142 2511 3069 16392 Afghanistan 816 971 1384 3171 1824 3209 4167 3801 3436 19608 Eritrea 725 1014 1197 2936 1366 1744 1839 2914 5322 16121 Syria 619 696 984 2299 1261 1769 5349 14397 26113 51188 Source: Statistics Sweden 4. Considering the whole period, the majority of newcomers come from Iraq, followed by Syria and Somalia. However Rӓtt Steg began in 2010 and its target group was people, who arrived in Sweden no more than three years earlier. We should therefore consider the period 2007 2009, when the majority of newcomers came from Iraq, Somalia and Thailand. In particular, 15,180 people arrived from Somalia, the nationality held by all of the beneficiaries of Rӓtt Steg. Somali newcomers are reported to be concentrated in Stockholm County, and a large community is located in the suburb of Tensta, in the North of Stockholm, where the SFI School that tested and implemented Rӓtt Steg is also located. Newcomers are one of the weakest groups in the Swedish labour market. At the time of the feasibility study (2008), the employment rate of foreign-born persons was 64.4% compared to a rate of 75.1% among the native-born people. The employment rate of newcomers was 50.3%. The rate was dramatically lower for women at 36.6%, almost half the men s rate. 3 Statistics Sweden considers as newcomers people arrived in Sweden since no more than four years, while the target group of Rӓtt Steg is people arrived since no more than three years. 4 http://goo.gl/tckqws 6 IMPROVE CASE STUDY N 27

Table 2. Employment rate in Sweden 2008 and 2013 (%). Employment rate native-born persons Employment rate foreign-born persons Employment rate of newcomers (0-4 years) Source: Statistics Sweden, 2009 and 2014. 2008 2013 M F T M F T 78.1 73.2 75.1 79.6 77.1 78.4 70.4 59.0 64.4 68.0 59.0 63.4 64.6 36.6 50.3 57.3 39.0 48.2 As shown in Table 2, the employment rate of newcomers decreased by 2.1% from 2008 to 2013, due to a sharp fall of the men s rate of employment (-7.3%). The employment rate of women increased (+2.4%), although it is not possible to assess the role of programmes like Etablering Stockholm in assessing these figures. In the same period the employment rate of foreign-born persons slightly decreased (-1.0%) while it increased among the native-born group (+3.3%). The employment rate of newcomers strongly varies on the basis of other variables, such as the place of birth and the level of education of the persons involved. The difficulty to access the labour market especially concerns newcomers coming from Africa, Asia and, increasingly, South America, as shown in Table 3. Table 3. Employment rate among newcomers (0-9 y) by place of birth in Sweden, 2008 and 2013, %. 2008 2013 Foreign-born persons 55.2 51.4 Nordic countries except Sweden 76.0 75.8 EU except Nordic countries 77.2 71.7 Europe except EU members and Nordic countries 55.4 57.9 Africa 40.8 35.0 Asia 43.9 42.3 North America 57.8 62.5 South America 65.9 57.3 Source: Statistics Sweden, 2009 and 2014. Another important factor affecting the labour market situation of newcomers is the level of education. Table 4 displays the employment rate of people with at most a lower secondary education level, in 2008 and 2013 (the two surveys consider different lengths of stay in Sweden). RÄTT STEG. THE RIGHT STEP. STOCKHOLM, SWEDEN

Table 4. Employment rate of people with at most a lower secondary education level in Sweden, 2008 and 2013, %. 2008 2013 Employment rate native-born persons n.a. 46.6 Employment rate foreign-born persons 45.7 37.6 Employment rate newcomers (0-4 years) 32.1 n.a. Employment rate newcomers (0-9 years) n.a. 28.2 Source: Statistics Sweden, 2009 and 2014. The situation is getting worse for the group of foreign-born persons and in particular for newcomers. The employment rate of low-educated newcomers decreased by 3.9%, and probably more considering the 0-4 year range (the data of 2013 refers to the range 0-9 years). The share of the low-educated population on the whole reference group differs on the basis of birth origin. 32% of people coming from Africa have at most a lower secondary education level, compared to 8% of people coming from North America (Statistics Sweden, 2014). Another important issue related to the condition of foreign-born persons is the risk of long-term unemployment. 48% of foreign-born unemployed people are considered as long-term unemployed, contrasting with a figure of 31% across the native-born group. This is the biggest difference amongst European countries (Statistics Sweden, 2013). Newcomers are thus a group particularly at risk of longterm unemployment, considering that usually people who experience difficulties in accessing the labour market tend to remain excluded. The same difficult newcomer position (particularly low-educated people coming from Africa and Asia) in the Swedish labour market emerges also if we consider other data, like unemployment rates and participation in the labour market. According to all the cited surveys, the short period of living in Sweden and the low level of education are the two variables that most negatively impact on the employment rate, and this is the condition of social exclusion which led to the conception of Rӓtt Steg. 2.2 The provision of services for newcomers in Sweden The regulation, organisation and financing of services provided to newcomers has traditionally been a widely discussed issue in Sweden. The so-called introduction of newcomers into the Swedish society has always been managed at both the national and local level, with a history of conflict more than cooperation among different levels and entities. The quality of the services provided has been affected by this conflictual and fragmented situation, producing overlapping measures and contradictory messages towards the users. Although the law has always identified a coordinating agency (the municipalities until 2010 and the Swedish Employment Service since 2010), the concrete provision of services has been fragmented among different actors, and the situation is even more complicated in Stockholm where the structure of the municipality is more complex than in other Swedish cities. The first regulation of the introduction measures for newly arrived asylum seekers and refugees was established in 1985. The law assigned the responsibility for the reception of refugees to the municipalities, under the central supervision of the Swedish Migration Board. The question was treated as a social policy issue administrated through the provision of social services, without including a labour market perspective (Myrberg, 2014). The Swedish Employment Service started to become involved in 1991, with the role to identify possible measures to help the newcomers earn their own living as soon as possible. The individual introduction 8 IMPROVE CASE STUDY N 27

plan was established as mandatory in 1993; the plan was managed by the municipalities and had to include participation in educational and vocational training. The issue of newcomers became particularly troublesome in the 1990s, due to two reasons: the economic crisis that was occurring in Sweden and the growing number of new refugees arriving in the country from the Balkans. This attention led to the establishment of a parliamentary Committee on Immigration Policy, which evaluated the introduction system for newcomers. In 1996, the Committee observed that only a small share of them were employed, even among the group that had completed the introduction period. The main weakness was identified in the inadequate cooperation between the municipalities and the Employment Service and in the weak labour market perspective within the introduction plan. It was therefore made clear that the aim of the introduction programmes should have been to provide newcomers with the conditions to become economically self-sufficient and socially active. Despite this evaluation, the following reforms of the 2000s did not introduce the relevant changes to the structure of the provision of services, partly because the two emergencies of the early 1990s were over (Myrberg, 2014). Something started to change in the late 2000s, when a centre-right party won the national elections and when the flows of newcomers started to rise again. As a result the so-called Introduction Reform was issued in December 2010. The reform transferred the responsibility for all introduction measures during the first two years of stay in Sweden from the local government to the central government, namely, to the Swedish Employment Service in collaboration with other central agencies, such as the Swedish Migration Board and the County Administrative Boards. The only two tasks which remained under the auspices of municipalities were the provision of housing and of language education. The underpinning logic of the reform was to solve the problems of fragmentation and differentiation of a system managed by each municipality and to formally adopt a work-first perspective. The new introduction benefit was therefore the same for everyone, regardless of the municipality where the newcomer settled down and its supply was for the first time bound to his/her active participation in the introduction programmes. The Swedish Employment Service also became responsible for the distribution of newcomers among the different counties (the regional level), in consultation with the County Administrative Boards and the Swedish Migration Board, but not with the municipalities. In this way the distribution of newcomers would have been decided starting from the local conditions of the labour market. This measure was never effectively implemented and the quota are set by the Employment Service to the County Administrative Boards are non-binding. The reason for this failure to execute is that no actor wants to take the responsibility to deny the right of someone to live where they want. The responsibility for the management of an individual introduction plan was also transferred from the municipalities to the Employment Service. It was decided that the individual plan should last no more than 24 months and should include at least Swedish language training provided by Swedish for Immigrants and some employment preparation activities. The reform also introduced a new actor, called the introduction guide. It is an independent actor working on commission for the Employment Service that is supposed to support newcomers in their search for work. The guides are remunerated by the Employment Service, partly on a fixed basis and partly on a result-basis, i.e. only when the newcomer finds work or begins a post-secondary level education. Not all measures of the Introduction Reform have been implemented. In particular the mechanism for the territorial distribution of newcomers and the role of the introduction guide still have to be clarified and, maybe, re-discussed. The reform has been criticised for having strongly limited the scope for action of the municipalities, which after 25 years of experience had developed efficient procedures and internal skills to work with this target group. The Employment Service seems to lack this experience and competence (Myrberg, 2014). The reform was introduced after the beginning of Rӓtt Steg. However, it gives an idea of the environment within which the project was conceived: a work-first approach with a strong focus on RÄTT STEG. THE RIGHT STEP. STOCKHOLM, SWEDEN

education and an attempt to overcome fragmentation, testing new forms of collaboration among different central and local public actors. 3 Genesis of the initiative In 2008 The City of Stockholm established the goal that 50% of all newcomers should become selfsufficient within 18 months after their arrival. Jobbtorg Stockholm, an agency of the Municipality of Stockholm providing services for the unemployed, started the discussion on how to achieve this goal, searching for collaborations with other actors, mainly the Employment Service, the District Administrations of the city and Swedish for Immigrants, which is the agency devoted to adult education for immigrants. In Spring 2008, Jobbtorg applied to the Swedish Association of Local Authorities and Regions with the intention of accessing funds for the realisation of a feasibility study connected to the development of a project to be submitted for European Union funding. At the end of August 2008, 35 managers, team leaders and employees of the involved organisations participated in a workshop to discuss the obstacles they were experiencing in supporting newcomers and possible solutions to overcome them. The study and the workshop revealed the presence of structural and cultural obstacles to the introduction of newcomers in the Swedish society and the absence of focused solutions for this target group. In particular four main problems were identified: 1. Lack of coordination: newcomers were assisted by many different organisations (District Administrations, Employment Service, Jobbtorg, SFI, NGOs etc.) without a sufficient degree of coordination. For the individuals this meant the multiplication of individual plans: each organisation proposed its own plan based on its mission, resources, contacts, often giving contradictory messages to the individuals. From a systemic point of view this situation led to a duplication of services, waste of time and resources e.g. to prepare overlapping surveys, needs assessments, etc. 2. Inefficient matching: both the Employment Service and Jobbtorg were experiencing difficulties in matching employers needs and newcomers skills, because of the lack of appropriate methods. 3. Inefficient support to low-educated and illiterate people: this target group was not adequately supported in learning Swedish and in getting access to the labour market, with a high risk of developing a long-term dependence on welfare assistance. 4. Isolation from social networks: newcomers have difficulties in establishing social networks and resources, which are often very important also to access the labour market. Consistent with the findings of the study and of the workshop the parties agreed to start a joint venture to develop a coherent strategy to support newcomers in their access to labour market. In Autumn 2008 a steering committee including representatives from the Employment Service, Jobbtorg and SFI started to meet every three weeks and elaborated the core logic of the programme Etablering Stockholm. The latter is thus the result of a process of co-design focused on finding solutions to tackle the four problems that emerged during the feasibility study. Beyond a widespread action to promote the collaboration among the different actors, three sub-projects were designed to improve the matching activities (sub-project MD1), to provide the low-educated and illiterate newcomers with adequate language support (Rӓtt Steg) and to facilitate the construction of social networks that could foster their access to labour market (Yreskompis). Etablering Stockholm received co-funding from the European Social Fund and started its activities in August 2009. 10 IMPROVE CASE STUDY N 27

4 The organisation and its activities The aim of the sub-project Rӓtt Steg was to provide newcomers with adequate language support to foster their access to Swedish society and labour market. Its main activity was therefore the testing of innovative methods of teaching the Swedish language. Swedish for Immigrants was the lead partner for Rӓtt Steg, in strict coordination with the Employment Service and Jobbtorg Stockholm. The target group of Rӓtt Steg was low-educated and illiterate newcomers, that are non-european asylum seekers and refugees who arrived in Sweden no more than 36 months prior to the project. In total 81 people were involved in the project, compared to 1,204 people involved in the entire programme Etablering Stockholm. The specific target group of Rӓtt Steg is small, hence reducing the possibility to include great numbers of people and it needs to be supported intensively in the mid-long term. All the participants were between 20 and 40 years old and the average age was 28. 79% of the participants were women, 21% were men. 80% were illiterate. Rӓtt Steg involved only Somali participants (see chapter 7, challenge #4). Candidates to participate in Rӓtt Steg were identified among the participants of ordinary SFI courses who were also enrolled to Jobbtorg. The Swedish Public Employment Service and the District Administrations of Stockholm could also recommend some of their clients to the staff of Rӓtt Steg. Beyond a low level of education the participants often shared other conditions of disadvantage, like poor health, traumatic experiences, worries about family and friends living in their country of origin. These factors make it even more difficult to facilitate their access to a knowledge-based society and labour market. The staff employed in Rӓtt Steg was comprised a project manager, two teachers, two mentors and two native language teaching assistants in Arabic and Somali. The task of the mentors was to mediate the relationship with other institutions (SFI teachers and administrators, Employment Service, Jobbtorg, District Administrations, employers), acting as a link between the participants and Swedish society. The support of the native speakers is considered as a cornerstone of the model. Their task was to mediate between languages and cultures, supporting the participants when dealing with new demanding challenges and encouraging them to express themselves in Swedish. Rӓtt Steg was conceived as a complementary activity within the traditional SFI service offer. The participants attended the ordinary courses in the morning and the specific Rӓtt Steg activities in the afternoon. The latter were divided into three courses: Rӓtt Steg 1, Rӓtt Steg 2 and the internship. Rӓtt Steg 1 was a course lasting about six months, mixing traditional teaching, practical workshops, conversations, field visits and extra courses. Rӓtt Steg 2 was an advanced course, consisting of an upgrade of the activities of Rӓtt Steg 1, with a specific focus on job search and matching activities. The internship phase included some preparatory activities and a three month internship, with continuous monitoring from the project staff. The aim was to make it possible for everybody to finish the whole course, but those who stopped at Rӓtt Steg 1 were prevented from accessing the internship, since they did not possess the required knowledge of the Swedish language. The total duration of the whole course was 10 to 15 months, depending on the individual s needs and skills. Needs were assessed jointly by professionals and participants. The latter, guided by the teachers and the language assistants, could establish the specific language skills needed to manage their daily life and to improve the possibility to access the labour market and communicate at the workplace. The contents of the lessons were flexible and oriented to meet the participants answers to the question what do you need to get by in your daily life? Which specific social situations do you want to be able to deal with? Assessment of the improvements of the participants was made on the basis of these desired results. Each of the two courses was organised into different modules, dedicated to specific topics: health (duration of three months), work (three months), social life (three months), and parenthood (one month), basic computer knowledge (one intensive week per month). The topics were chosen to meet newcomers needs in the new society, covering useful issues in their everyday lives. Moreover at the RÄTT STEG. THE RIGHT STEP. STOCKHOLM, SWEDEN

beginning of each module the participants could influence the specific contents by proposing situations and making specific requests about desired learnings. Each module included traditional lessons, practical workshops, field visits and lectures by guest speakers. The modules were proposed on a cyclical basis, so that the participants could repeat specific modules if they needed more time to learn. The field visits were a particularly effective method of teaching. Visits were organised to the Swedish Parliament, to other public offices, to different museums and other places of cultural interest, to the fire station, to the police station and to some work places. The issue of work was treated within a specific module. The technique of role-playing has been widely employed to simulate job interviews, presentations to employers, description of knowledge and skills, expected behaviours in the work places. The participants had the opportunity to listen to many guest speakers presenting their professional stories and personal experiences and to take part in field visits to real work places. At the end of the courses the participants who had achieved a minimum level of knowledge of the Swedish language could attend an internship. The internship usually lasted three months for three days a week. The other two days of the week were devoted to activities of support conducted by the staff of Rӓtt Steg. The mentors, assisted by the native language speakers, had a very important role in this phase. Before the work experience was commenced they worked together with the participants in order to identify their skills and desired job. Then they had to find an internship fitting each participant s characteristics. During the period of the internship and after its completion they were in charge of the monitoring and the assessment of the experience. The internship within Rӓtt Steg did not aim directly at inserting the participants into the labour market, but to provide them with practical skills to be useful in the job search. It was conceived as an important experience to acquire applied communicative skills within the workplace and to reflect about their strengths and weaknesses. Beyond the two official courses and the internship, Rӓtt Steg also offered extra practical courses one day per week, including: gym, swimming, cycling, music and household finance. These courses were also important in giving the participants different perspectives on possible work and leisure activities and on their well-being. All of these courses have been supplied by external providers paid by SFI. The individual learning outcomes were assessed according to quality tools in different fields: communicative Swedish, basic computer knowledge, work experience acquired through the internships, social skills, job search. All the achievements in the different fields are integrated in the participants curriculum vitae in order to make the formal and informal learnings visible. This provided the basis for an effective matching activity and, in general, for easier access to the labour market. The testing of Rӓtt Steg produced a model of teaching Swedish for newcomers that has been formalised and implemented within the ordinary activities of SFI, although it has not been spread to other schools (see chapter 7.1). The model is based on the idea that language is something that can be learned only as a communicative activity and not as something isolated from its social use. This principle is particularly effective when it is applied to a target group with low or no previous education. The method is based on experiential learning, starting from concrete situations faced by the students. The latter must have the opportunity to influence the content of the lessons by proposing concrete life situations and by expressing specific requests and needs. In this way the language becomes rooted in real life, allowing the participants to learn it as a tool to be used for their specific needs. In order to comply with one of the major concerns of the whole programme Etablering Stockholm, Rӓtt Steg promoted a close collaboration between the different organisations involved in the provision of services towards newcomers: SFI, the Employment Service of Stockholm, Jobbtorg, the District Administrations. Various working groups were organised within the framework of Etablering Stockholm and the staff of Rӓtt Steg was actively involved. The programme Etablering Stockholm has been followed up with an evaluation made by an external evaluator. The evaluation compared the results of the group involved in the programme with the ones 12 IMPROVE CASE STUDY N 27

of a control group who used the traditional services of the Employment Service, Jobbtorg and SFI. The probability of the beneficiaries of Etablering Stockholm to come out with employment or training was 48% greater than the probability of the members of the control group. As far as Rӓtt Steg is concerned, the average time spent by the beneficiaries of the traditional SFI courses to overcome the A level and enrol to the B level (corresponding to the passage from Rӓtt Steg 1 to Rӓtt Steg 2) is 400 days. The same level was reached by the Rӓtt Steg s beneficiaries in 260 days. 12 participants out of 81 found a job after having completed the Rӓtt Steg courses; 4 enrolled to a vocational course; 11 moved to a C level course (higher level of language training); 23 completed both A and B level courses (low and mid-level of language training). All the participants left Rӓtt Steg with a self-written résumé, a cover letter and improved knowledge of their skills and professional profile. These outcomes have been considered as successful by the external evaluator, taking account of the features of the target group. The evaluation has identified some success factors of the experience: the intensive full day education; the mix of traditional language training, practical workshops and field visits; the focus on issues that are relevant to the participants; the offer of extra courses to gain new perspectives on leisure and work; the internships and their follow-up activities; the individual mentorship; the computer literacy; the support of native language speakers, that allows the participants to deeply understand the language and provide a safe learning environment; and the collaboration with the other organisations involved in the programme Etablering Stockholm, that allowed to overcome fragmentation and create a direct link among language training and labour market. 5 The innovative dimension of the initiative Drawing on social innovation literature the innovative dimension of Rӓtt Steg is analysed using three basic dimensions (Gerometta, Häußermann and Longo 2005; Moulaert et al. 2005a,b; Oosterlynck et al., 2013): a) the satisfaction of basic social needs (content dimension); b) the transformation of social relations (process dimension); c) the empowerment and socio-political mobilisation (linking the process and content dimension). 5.1 Content dimension Neither the traditional welfare services nor the market provide low-educated and illiterate newcomers with specific services to facilitate their access to labour market. The key to improve the possibilities of finding a job for this target group has been identified in a specific educational programme. The traditional way used to teach Swedish to this target group was ineffective, since they have no educational basis in their mother tongue either. This prevented them also from finding but also searching for a job, with the high risk of becoming long-term unemployed. One of the basic questions of the project was how to make it possible for people coming from contexts based on informal practices to learn how to come up against a complex and highly formalised society, like the Swedish one. This was considered as fundamental to put them in the conditions to understand and access the new labour market and avoid a sense of insecurity, suspicion and helplessness. The specific language and social needs of the beneficiaries were assessed jointly by professionals and participants, starting form competences, skills and, eventually, previous work experience of each participant. In this way classes and internships could be adapted to their daily life experience and their professional profile. RÄTT STEG. THE RIGHT STEP. STOCKHOLM, SWEDEN

According to the interviewees and the external evaluation of the project, the new methods of teaching tested within Rӓtt Steg have proven to be successful in providing the target group with useful instruments to understand and integrate in the Swedish society. 5.2 Process dimension The programme Etablering Stockholm represented, since its genesis, a huge effort of coordination among different public entities: the Swedish Employment Service, Jobbtorg Stockholm, Swedish for Immigrants and the Administrations of the 14 districts of Stockholm. The lack of coordination among these entities was identified as an obstacle to the quality of the services provided to immigrants, and to newcomers in particular (see chapter 2). Therefore Rӓtt Steg (and the whole Etablering Stockholm programme) represented a milestone in the improvement of the collaboration among these different entities. The extent to which this coordination is the result of a common outlook or of power struggles did not emerge from the analysis. In any case, this governance style characterised by units composed by professionals coming from different offices is challenging the traditional structure, where an office is in charge of a project and the others are no more than partners. Many private actors took part in Rӓtt Steg: employers hosting internships, various organisations hosting field visits and participating as guest speakers. Nevertheless these actors have not formally been involved in the design and governance of the project. Finally the participation of the beneficiaries was partially promoted only within a framework established through a top-down approach. They were not involved in the design of the project, although they could influence the specific content of the courses, presenting real life situations and making specific requests. In this way knowledge was generated also by the beneficiaries, thus avoiding the passive reception of information. The target group of the project (low-educated and illiterate newcomers) do not usually have any opportunity to take part in processes of knowledge production. In this sense, efforts to improve their chances of actively participating in society can enable new processes of participation and integration. 5.3 Empowerment dimension Rӓtt Steg did not start from a bottom-up perspective, but from an internal effort by the side of different public entities, which were looking for better solutions to shorten the time it takes for newcomers to enter the labour market, according to a work first perspective. Nonetheless, the project promoted the individual empowerment of the beneficiaries by improving their employment opportunities, by making them aware of their previous and new skills, by allowing them to become independent in managing everyday situations. All the participants improved their skills in different fields: communicative Swedish, computer knowledge, job search, social skills. All this knowledge constitutes an important driver of empowerment in every aspect of the beneficiaries life: family life, social life, job search, work experience. The teaching methods tested in Rӓtt Steg aimed at the development of the critical thinking of the beneficiaries, encouraging their capacity to use their mind and voice. The work of the teachers and the mentors was aimed at raising the awareness of the individuals on how society is organised and how the beneficiaries could participate in the wider social life. The collective dimension was not considered as the project s concern, in line with the focus on labour market promoted by the work first approach. The newcomers participating in the activities were not perceived as a collective actor with associated rights, but as a group of individuals, each one with 14 IMPROVE CASE STUDY N 27

his/her own opportunities and limits. Nevertheless the project proposed many group activities (courses, workshops, field visits) that also allowed reinforcing the relationship among the participants. 6 Institutional mapping and governance relations The implementation of the programme Etablering Stockholm is consistent with a trend started in the 1990s, when the municipalities started to become the primary actors in the provision of activation programmes for the unemployed. The role of the Swedish Employment Service started to become rather blurred; it became a national authority acting at local level, with a high risk of overlapping activities with other local offices. In the specific field of the provision of services for newcomers the Introduction Reform of 2010 (see chapter 2) tried to overcome this fragmentation, giving back a strong role of coordination to the Employment Service. However some competences remained in the hands of the municipalities that in the meantime had developed programmes and procedures to foster the access to labour market for immigrants, including newcomers. The result of these processes is the presence of a combination of services and projects provided by a mix of local actors and national actors acting at the local level. Therefore the coordination among different levels and services is a big issue in the field of active labour market policies. Recently some innovative programmes, tested as timelimited projects and often supported by the European Social Fund, are promoting the creation of a new governance system, based on units composed by officials coming from different offices. All these processes can be found both in the programme Etablering Stockholm and in the project Rӓtt Steg. Etablering Stockholm was led by the Employment Service and Jobbtorg Stockholm. The sub-project Rӓtt Steg was implemented by Swedish for Immigrants, by means of a management unit composed by professionals coming from SFI, the Employment Service and Jobbtorg. Also the District Administrations of the City of Stockholm were involved. Before the launching of the organisation, each of them was providing services to the newcomers, producing overlapping activities and often giving contradictory messages. The Swedish Employment Service is a national public agency directly accountable to the Swedish Parliament and the Swedish Government. Its goals are to facilitate matching between jobseekers and employers and to manage the unemployment national insurance scheme. Since 2010, as described in chapter two, it is the coordinating agency for labour market integration of newcomers. The activities of Rӓtt Steg are part of the Introduction Plan (see chapter 2) elaborated by the Employment Service for each newcomer searching for a job in Sweden. Each activity (courses and internships) is registered in the personal plan of each participant. Jobbtorg is a municipal agency established by the City of Stockholm in 2008. It is conceived as the main entrance to labour market opportunities for people living in the city. People subscribing to Jobbtorg get an individual job plan and support in their search for a job, including training and internships. Jobbtorg has a wide network of employers offering internships in the city of Stockholm, which is also used by Rӓtt Steg to offer internships to its participants. SFI is a national service of adult education for immigrants, which is managed and financed by the municipalities. Its general purpose is to foster the integration of the immigrants (with a specific focus on newcomers) into Swedish society and its labour market, providing them with at least a basic knowledge of the Swedish language. When Rӓtt Steg finished as a pilot project in 2012, it was implemented as a permanent unit within the SFI Vӓsterort school in the immigrant-dense district of Tensta, in the Northern part of Stockholm. The process of institutionalisation was limited by some tensions which emerged between the management unit of Rӓtt Steg and different organisational levels within SFI (see chapter 7.7). The District Administrations of the City of Stockholm were also included in the involvement of the newcomers within the project. They are in charge of the provision of social services and they meet RÄTT STEG. THE RIGHT STEP. STOCKHOLM, SWEDEN

many potential beneficiaries of Rӓtt Steg. The governance system of Rӓtt Steg did not include any third sector organisation. The NGO Red Cross was involved in Etablering Stockholm with the role to develop and implement the sub-project Yrkeskompis. It also took part in some activities of the sub-project Rӓtt Steg (like workshops on first aid procedures), although not at the governance level. Other private actors involved in Rӓtt Steg were: employers (internships, field visits, and guest speakers), sport clubs (classes on health and well-being, yoga ), a school of arts and crafts (workshops), the museum of modern art (visit), a bakery (internship and workshops), the women centre of Tensta. However, none of these actors were active in the governance of the project. Etablering Stockholm was co-funded by the European Social Fund (60%, around 55 million SEK, that is around 6 million ) and the Municipality of Stockholm (40%, around 37 million SEK, around 4 million ). The specific budget of Rӓtt Steg was around 6.5 million SEK (ca. 700,000 ). Figure 2. The governance system of Rӓtt Steg: actors and relationships. Etablering Stockholm Municip -ality of Stockhol m EU Employment Service SFI Jobbtorg Rӓtt Steg governance system Red Cross District Administrations Employers Sport clubs School of Arts Museums Source: our elaboration from desk analysis, interviews and focus group. Figure 2 sums up the governance relations of the project. Rӓtt Steg was managed by a unit composed by professionals from SFI, the Employment Service and Jobbtorg, in connection with the District Administrations of the City of Stockholm. The Red Cross was directly involved in the governance of the sub-project Yreskompis within the programme Etablering Stockholm, but it had a weak relationship with the unit of Rӓtt Steg. The same occurred with the other organisations which were involved in the activities of the project but not at the governance level (the employers, the sport clubs, a school of arts and crafts, museums etc.). 16 IMPROVE CASE STUDY N 27

7 Governance challenges 7.1 Mainstreaming social innovation The innovative teaching methods tested in Rӓtt Steg have been implemented in the ordinary organisation of SFI. However the unit only operates in the school SFI Vӓsterort, where the same Rӓtt Steg was promoted. Only in this school are the methods still applied with no more than 15 beneficiaries per year. Rӓtt Steg is therefore still running but it has not been mainstreamed, although at the end of the project a year has been devoted by SFI to design its implementation and possible mainstreaming. The main reason is to be found in the internal tensions reported within SFI, as described in challenge 7.7. These tensions stopped not only the internal mainstreaming within SFI but also the external promotion of the activities and methods tested with Rӓtt Steg. 7.2 Governing welfare mix: avoiding fragmentation Rӓtt Steg had also the purpose to overcome fragmentation among the measures addressed to newcomers and promoted by different entities, mainly the Employment Service, Jobbtorg Stockholm and Swedish for Immigrants. The lack of coordination was identified in the feasibility study as hindering the achievement of the goal to shorten the time required for accessing the labour market for newcomers. The establishment of a unit composed by professionals coming from the different authorities enabled the joint planning of activities and to avoid fragmentation and overlapping measures. This framework, however, does not consider third sector organisations and private employers, which were not included in the network, except for some marginal activities. 7.3 Governing welfare mix: developing a participatory governance style The beneficiaries of Rӓtt Steg have not been involved in the governance of the project. They had the opportunity to influence some activities within the project, proposing to the teachers and mentors their concrete needs to improve their capacity to express themselves in the society and labour market. Nonetheless they did not have the possibility to influence the design of the project and to take part in the governance system. 7.4 Equality and diversity The issue of equality/diversity has been relevant during the whole duration of Rӓtt Steg, as regards to both gender and ethnicity. 100% of the participants were immigrants, 80% of them were women. Gender has been a recurring topic during the courses, in particular the role of women as regards family and labour in the different cultural backgrounds was discussed. As reported by the interviewees many of the participants came from a cultural tradition where men are supposed to work for wages and women to take care of the house. This was a relevant issue in a project that had the goal to include the beneficiaries in the labour market. Some of the women had to ask for the authorisation of their husband in order to participate in field visits or join an internship. The staff always respected this procedure and, thanks to the mediation of the native language assistants no problems have been reported. RÄTT STEG. THE RIGHT STEP. STOCKHOLM, SWEDEN